Planeación didáctica por proyectos de primer grado — Semana 11 de noviembre 2026: La comida chatarra en mi comunidad
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «La comida chatarra en mi comunidad» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para primer grado, Fase 3, durante la semana 11 de noviembre del ciclo escolar 2026–2027. El proyecto «La comida chatarra en mi comunidad» tiene como propósito develop students’ oral, written, and creative expression as they explore the project about junk food in their community classroom. Strengthen their ability to write their own names and use them to identify and claim authorship of project work. La secuencia parte del contexto del grupo para convertir sus experiencias, preguntas y saberes previos en oportunidades de aprendizaje significativo.
La propuesta se desarrolla mediante community project-based learning, following the sequence of the official project. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda writing names in the mother tongue. Los PDA describen estos aprendizajes: students write their own names and compare them with classmates’ names, using their names to identify authorship of their drawings, collages, observations, and written work about junk food and healthy snacks. Students communicate ideas orally and creatively about the project, using drawings, labels, and short written statements to share what they learn about junk food, its possible effects on the body, and the solar food dehydrator. Las actividades se distribuyen por día con momentos de inicio, desarrollo y cierre, de modo que el docente pueda observar avances, recuperar producciones y ajustar la intervención sin perder el sentido del proyecto.
El producto final será signed project portfolio of drawings, collage, food record, and healthy-snack reflection. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official textbook, Community Projects, page 112, Student notebooks, Pencils, Crayons, Official textbook, Community Projects, page 113, Student notebooks or blank paper, Food pictures from magazines or newspapers, Glue, Pencils, Crayons, Official textbook, Community Projects, page 114, Student notebooks, Pencils, Classroom board, Official textbook, Community Projects, pages 115 and 118, Student notebooks, Pencils, Crayons, Official textbook, Community Projects, pages 119 and 123, Student notebooks or blank paper, Pencils, Crayons. Para atender distintos ritmos de aprendizaje, ofrece apoyos visuales, consignas breves, opciones de respuesta oral o gráfica y acompañamiento entre pares. El documento puede descargarse en Word editable o en PDF listo para imprimir. Ambas versiones permiten adecuar tiempos, materiales, lenguaje, apoyos y evidencias a las necesidades reales de cada escuela.
Ficha curricular de la planeación
Consulta primero los elementos de la NEM. Después encontrarás la secuencia completa organizada por día.
Datos generales y propósito del proyecto
Ciclo escolar 2026–2027 · Fase 3.
Propósito: Develop students’ oral, written, and creative expression as they explore the project about junk food in their community classroom. Strengthen their ability to write their own names and use them to identify and claim authorship of project work.
Metodología: Community Project-Based Learning, following the sequence of the official project.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their own names and compare them with classmates’ names, using their names to identify authorship of their drawings, collages, observations, and written work about junk food and healthy snacks. Students communicate ideas orally and creatively about the project, using drawings, labels, and short written statements to share what they learn about junk food, its possible effects on the body, and the solar food dehydrator.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Signed project portfolio of drawings, collage, food record, and healthy-snack reflection.
Evaluacion formativa
Ver criterios y evidencias
The student writes their own name legibly and uses it to identify authorship of project work. The student compares their written name with a classmate’s name and identifies at least one observable similarity or difference. The student communicates an idea orally, in writing, or through a labeled drawing that is relevant to junk food, health, or healthy snacks. The student organizes a drawing, collage, or food record so that its images or words correspond to the project topic. The student listens to a classmate’s contribution and responds with a relevant comment or explanation.
Materiales
Ver lista completa
Official textbook, Community Projects, page 112, Student notebooks, Pencils, Crayons, Official textbook, Community Projects, page 113, Student notebooks or blank paper, Food pictures from magazines or newspapers, Glue, Pencils, Crayons, Official textbook, Community Projects, page 114, Student notebooks, Pencils, Classroom board, Official textbook, Community Projects, pages 115 and 118, Student notebooks, Pencils, Crayons, Official textbook, Community Projects, pages 119 and 123, Student notebooks or blank paper, Pencils, Crayons
Adaptaciones para el grupo
Para atender distintos ritmos de aprendizaje, ofrece apoyos visuales, consignas breves, opciones de respuesta oral o gráfica y acompañamiento entre pares.
Desarrollo completo de la planeación
Aquí comienza la organización diaria con inicio, desarrollo, cierre, recursos y evidencias. El contenido y el PDA ya están separados en la ficha anterior.
La comida chatarra en mi comunidad
Semana: Semana 11 — Noviembre
Languages
Metodología: Community Project-Based Learning, following the sequence of the official project.
Propósito: Develop students’ oral, written, and creative expression as they explore the project about junk food in their community classroom. Strengthen their ability to write their own names and use them to identify and claim authorship of project work.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their own names and compare them with classmates’ names, using their names to identify authorship of their drawings, collages, observations, and written work about junk food and healthy snacks. Students communicate ideas orally and creatively about the project, using drawings, labels, and short written statements to share what they learn about junk food, its possible effects on the body, and the solar food dehydrator. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Present the project question by inviting students to consider what junk food people in their classroom community eat and what effects it may have on health. Read Julia’s story together and guide students to notice the foods she eats and the stomach discomfort described in the text (p. 112). Invite each student to draw what they imagine may happen in Julia’s body, then write their own name beside the drawing as its author; support children who need a model by displaying their names on the board and having them compare the first letters and overall length of their names. Have students explain one detail in their drawings to a partner, and close by checking whether each drawing has a legible author name and whether the student can describe the connection between the story and the project question. | Official textbook, Community Projects, page 112, Student notebooks, Pencils, Crayons |
| Tuesday | Use the students’ drawings as a bridge to the book’s invitation to represent ideas about healthy and unhealthy food. Ask students to create an individual collage in their notebooks or on paper, using available food images, and to explain what they know about the foods shown; keep the discussion centered on the project rather than judging classmates’ food choices (p. 113). Before students share, have them write their names on their collages and compare their written names with a partner’s, noticing that names identify who created each work. Organize brief partner presentations in which each child names one item in the collage and offers an idea about whether it is a healthy snack or junk food, then provide feedback on clear speaking, relevant vocabulary, and readable name writing. | Official textbook, Community Projects, page 113, Student notebooks or blank paper, Food pictures from magazines or newspapers, Glue, Pencils, Crayons |
| Wednesday | Turn students’ curiosity toward finding out what people eat by revisiting the project’s guiding questions and the planning prompt in the book. In small classroom teams, read the questions about types of junk food and drinks and their possible health consequences, then record the group’s inquiry agreements with simple words or drawings (p. 114). Keep the work within the classroom by using the book’s proposed questions to plan a practice survey that students can role-play with classmates; do not conduct interviews outside the stated classroom setting. Ask each child to add their name to the team record or identify their contribution orally, and guide teams to explain which question could help them learn about food choices. Assess whether students can contribute a relevant question, communicate an idea, and use their names to identify their work. | Official textbook, Community Projects, page 114, Student notebooks, Pencils, Classroom board |
| Thursday | Invite students to examine how the book organizes information about food choices and health, then use that structure to make a classroom record based on the project’s survey prompts. In pairs, students can role-play asking and answering the questions, while one partner records a response with a drawing, mark, or short phrase; emphasize that this is a classroom practice activity, not an external survey (p. 115). Next, have each student complete a personal food record modeled on the book’s categories: foods eaten most often, foods people commonly eat, and foods tried that caused discomfort (p. 118). Require students to write their names on their records, compare name forms with a classmate, and explain one recorded idea. Close by reviewing whether the record matches its category and whether the student can communicate the information understandably. | Official textbook, Community Projects, pages 115 and 118, Student notebooks, Pencils, Crayons |
| Friday | Bring the week’s learning together by asking students to use their drawings, collage, and food records to complete a short classroom statement about junk food and possible health effects, following the book’s collective paragraph structure (p. 119). Then introduce the book’s solar dehydrator as the project’s healthy-snack proposal and have students draw the dehydrator and add a label or dictated caption explaining how it can help prepare snacks (p. 123). Students should sign their work with their own names and share one idea with the group about how a healthy snack differs from junk food. Conclude with a class reflection on how speaking, writing, and drawing helped communicate the project’s message, assessing name authorship, relevance of the written or dictated statement, and clarity of the oral explanation. | Official textbook, Community Projects, pages 119 and 123, Student notebooks or blank paper, Pencils, Crayons |
Producto: Signed project portfolio of drawings, collage, food record, and healthy-snack reflection.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their own name legibly and uses it to identify authorship of project work | |||
| The student compares their written name with a classmate’s name and identifies at least one observable similarity or difference | |||
| The student communicates an idea orally, in writing, or through a labeled drawing that is relevant to junk food, health, or healthy snacks | |||
| The student organizes a drawing, collage, or food record so that its images or words correspond to the project topic | |||
| The student listens to a classmate’s contribution and responds with a relevant comment or explanation |
Antes de descargar
Datos, propósito y contenidos
- Develop students’ oral, written, and creative expression as they explore the project about junk food in their community classro?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Official textbook, Community Projects, page 112, Student notebooks, Pencils, Crayons, Official textbook, Community Projects, pa?
- Signed project portfolio of drawings, collage, food record, and healthy-snack reflection.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para primer grado, la semana 11 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza community project-based learning, following the sequence of the official project. y organiza actividades situadas con evidencias y un producto final.
¿La planeación incluye contenidos y PDA de la NEM?
Sí. Incluye el campo formativo, el contenido, el proceso de desarrollo de aprendizaje, actividades y evaluación formativa alineados con la NEM.
¿Puedo editar y adaptar el archivo?
Sí. La versión Word es editable para ajustar actividades, materiales, apoyos, tiempos y evidencias. El PDF está listo para imprimir.
